Intensive Neurobehavioral Class Behavior Technician Level 3

Job Description

Job Description

Description:

Job Purpose

The Intensive Neurobehavioral Classroom (INC) Behavior Technician provides clinical and educational programming to students with autism and other neurodevelopmental disorders within a classroom of up to eight students using the principles of applied behavior analysis, with a focus on the assessment and treatment of severe challenging behavior.

Duties and Responsibilities

Preparation / Materials 

• Assists in creating materials as instructed by Behavior Analyst (BCBA) or Special Education Teacher
• Ensures that materials are well organized, complete, and replaced as needed
• Alerts BCBA or Special Education Teacher if materials may need to be ordered prior to running out      

Teaching, Intervention, and Behavior Plan Implementation

· Implements individualized behavior intervention plans 

· Implements proactive and reactive behavior support procedures 

· Maintains Safety-Care fluency and participates in coordinated responses during behavioral crises

· Implements de-escalation strategies independently

· Recognizes signs of behavioral escalation and seeks support when necessary

· Implements instructional sessions independently

· Runs educational programs accurately

· Takes advantage of natural teaching opportunities

· Implements additional protocols accurately (e.g., medicine, diet, toileting)

· Supervises higher ratios of learners during lunch or other non-instructional periods

· Provides instruction in 2:1; 1:1, 1:2, or small group arrangements 

· Assists with implementation of functional assessments

Communication 

· Maintains home/school contact (e.g., daily communication logs)

· Participates in classroom, team, and all-staff meetings as requested

· Participates in incident debriefings and team problem-solving discussions

· Coordinates and collaborates with learner’s related service personnel as applicable

· Communicates effectively with supervisors and team members regarding student progress and safety concerns

· Maintains weekly schedule and communicates availability to supervisor as required

Data Collection and Analysis 

· Collects behavioral and instructional data accurately, quickly, and consistently 

· Maintains accurate graphs in electronic data collection system

· Updates all program information in data sheets and/or electronic data collection system in a timely manner

· Alerts BCBA or Special Education Teacher if data is variable or if no progress has been made for assigned students

Professionalism 

· Arrives on time for work

· Shows flexibility and adaptability

· Has a positive attitude towards students, staff members, and stakeholders

· Adheres to safety protocols

· Makes prudent use of sick/personal time

· Assists with special projects and assignments as requested

· Takes on additional responsibilities when work is complete

· Assists in keeping common spaces clean and organized

· Accepts feedback and constructive criticism

· Adheres to the mission, vision, and values of VIA

School Inclusion (If Applicable) 

· Safely transports learners to other school for instruction as requested/required

· Uses discretion with prompts while in inclusion setting

· Promotes independence in inclusion settings

· Modifies school curriculum when necessary

· Facilitates communication with peers in inclusion setting

· Facilitates communication with inclusion staff

· Collects data when necessary in inclusion setting

· Notifies supervisor when support programs are needed

· Represents VIA with professionalism

Community- Based Education/ Vocational Training (If Applicable) 

· Support community-based instruction and inclusion opportunities

· Safely transports learners to community settings as requested/required

· Uses discretion with prompts while in public

· Promotes independence and competence with skills

· Takes advantage of natural teaching opportunities in public

· Interacts appropriately with other community members

· Collects data when necessary in community

· Manages learners’ valuables including money and personal belongings

· Leaves and arrives on time for community-based programs

· Notifies supervisor when support programs are needed

· Represents VIA with professionalism

Emerging Responsibilities

Behavior Technicians may assume the following responsibilities as assigned by the Behavior Analyst or Special Education Teacher as part of their professional development:

· Analyze and summarize learners’ performance data and assist with learners’ program selection, write-ups and revisions

· Design and prepare for dyads or small groups

· Assist with learner assessments

· Takes initiative to problem solve student programming

· Take notes/minutes during meetings

· Assist in conducting periodic classroom trainings

· Assist with implementing statewide assessments as directed by Special Education Teacher

· Participate in periodic professional development, VIA development, and continuing education activities

· Assist with training new staff

Position Type

This is a full-time position. This position involves working with students who exhibit challenging and/or aggressive behavior and participation in community outings. 

Qualifications

· Valid driver’s license required

· High school diploma or equivalency required

· Bachelor’s degree preferred

· Registered Behavior Technician (RBT) certification required

· Fluency in Safety-Care implementation

· Excellent attention to detail

· Strong data collection and documentation skills

· Ability to implement complex behavior intervention plans

· Ability to remain calm and effective during crisis situations

· Strong teamwork and collaboration skills

· Effective verbal and written communication

· Flexibility and adaptability in dynamic environments

· Proficient in the following skills: 

• General performance (for internal candidates)
• Behavior management
• Functional communication training
• Rapport building
• Mand training

Preferred Qualifications

• Prior experience working directly with students admitted to the Intensive Neurobehavioral Classroom (for internal candidates)
• Experience supporting individuals with severe aggression, self-injurious behavior, property destruction, or elopement
• Experience in educational, clinical, residential, or neurobehavioral settings serving individuals with significant behavioral support needs